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Report
Deep Dive into the Math Shifts
Understanding Focus and Coherence in
the Common Core State Standards for
Mathematics
The Three Shifts in Mathematics
•Focus: Strongly where
the standards focus
•Coherence: Think across
grades and link to major
topics within grades
•Rigor: Require
conceptual understanding,
fluency, and application
Engaging with the K-2 Content
• How would you summarize the major work of
K-2?
• What would you have expected to be a part of
the major work that is not?
• Give an example of how you would approach
something differently in your teaching if you
thought of it as supporting the major work,
instead of being a separate, discrete topic.
Engaging with the 3-5 Content
• How would you summarize the major work of
3-5?
• What would you have expected to be a part of
the major work?
• Give an example of how you would approach
something differently in your teaching if you
thought of it as supporting the major work,
instead of being a separate discrete topic.
Coherence Across and
Within Grades
• It’s about math making sense.
• The power and elegance of math comes out
through carefully laid progressions and
connections within grades.
Taken from the Grade 4 Math Course
Description on C-Palms website:
Don’t … Sort clusters from Major to Supporting,
and then teach them in that order. To do so
would strip the coherence of the mathematical
ideas and miss the opportunity to enhance the
major work of the grade with the supporting
clusters.
Looking For Coherence Within Grades
• Examples:
 1st grade – 5th grade: Represent and Interpret
Data
 3rd grade & 5th grade: “Relate area (volume) to
multiplication and to addition.”
Coherence Within A Grade
Use addition and subtraction within 100 to solve
word problems involving lengths that are given in
the same units, e.g., by using drawings (such as
drawings of rulers) and equations with a symbol for
the unknown number to represent the problem.
2.MD.5
20
Coherence Within A Grade
Make a line plot to display a data set of
1 1 1
measurements in fractions of a unit ( 2, 4, 8). Solve
problems involving addition and subtraction of
fractions by using information presented in line
plots. For example, from a line plot find and
interpret the difference in length between the
longest and shortest specimens in an insect
collection.
4.MD.4
21
Looking for Coherence Across Grades
• Coherence is an important design element of
the standards.
• “The Standards are not so much built from
topics as they are woven out of progressions.”
Coherence Card Activity
Activity: Place the standards of each theme under the
appropriate grade or course.
– Separate the cards by theme.
– No grade has two of the same theme.
– Some “themes” that have only a few cards might
represent consecutive grades and some may not.
– Read each card in it’s entirety to help determine
placement.
– Do not check your Standards until you and your
colleagues agree on the final product.
– Discuss horizontal and vertical observations with your
partners.
23
Engaging with the Content
• Review your work on Coherence.
• Revisit the major focus of each grade/course
• Which standards in your progressions are part of
the major work, the supporting work, or
additional work? Mark them appropriately on
your posters using green, blue, or yellow makers.
• Discuss the connection between focus and
coherence and how the two work in tandem to
influence instruction
Next Month.......
• Your school has been provided with an
electronic file containing the 2013-2014 math
course descriptions
• Next month we will delve even deeper into
the CCSS course content
Resources:
• Common Core Progressions
http://ime.math.arizona.edu/progressions/
• PARCC Content Frameworks
http://www.parcconline.org/sites/parcc/files/PARCC
MCFMathematics_August%202012rev2_FINAL.pdf
• Standards Map
http://www.cpalms.org/cpalms/unpack_map.aspx
• Flip Charts
http://katm.org/wp/common-core/

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